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T jokelova 021016_fellow_chat_slidedeckforning
- 2. Community of Practice 1 2 Learn More: http://commons.suny.edu/c ote/ Join: http://commons.suny.edu/co te/fellowship-expectations/ 3 Submit a Proposal: http://bit.ly/COTEproposal
- 3. Antonia Jokelova Open SUNY Fellow Role: Experienced Online Practitioner Topic: Motivation in Online Teaching: ARCS Model, Part I Theme: Learning Effectiveness COTE NOTE: http://bit.ly/1PSt17n Files: http://bit.ly/COTEchat_ARCS
- 4. A motivated student stays at school: Incorporating motivational strategies into online teaching Tonka Jokelova, Ph.D. People often say that motivation doesn’t last. Well, neither does bathing – that’s why we recommend it daily. Zig Ziglar Center for Distance Learning SUNY Empire State College
- 5. What is one thing you are doing (or want to try) to motivate your online students? artwork by jameiah e, via flickr.com
- 6. At the end of this workshop, you will be able to… • Explain the importance of motivation in (online) education • Identify at least two motivational theories • Identify strategies associated with ARCS motivational design – A and R elements • Develop a ready-to-use set of motivational strategies
- 7. What are some possible student barriers to online learning?
- 8. Student barriers to online learning Social interaction Administrative/instructor issues Time and support for studies Learner motivation Technical problems Cost and access to the Internet Technical skills Academic skills Muilenburg & Berge (2005) artwork by Colin Broug, via freeimages.com
- 9. Motivation – Why? • Motivation accounts for 16% to 38% of the variations in overall student achievement. (Means, Jonassen, & Dwyer, 1997) • Retention: motivational messages considerably increased the completion rates of students (Visser, Plomp, Arimault, & Kuiper, 2002)
- 10. Motivational theories PrescriptiveDescriptive Self-determination Competence Needs Flow Locus of control Attribution Self-efficacy Goal orientation Motivational Framework for Culturally Responsive Teaching ARCS
- 11. ARCS • John Keller (1984, 2010) • Positive effects in traditional classroom, computer-based instruction, web-based learning. • Attrition rate drop attributed to ARCS. (Chyung, 2001) Attention Relevance Confidence Satisfaction
- 12. In your opinion, which of the ARCS dimensions is the most important? A. Attention B. Relevance C. Confidence D. Satisfaction
- 13. Attention Participation Inquiry Humor Variability Concreteness Incongruity / conflict artwork by vivekchugh, via freeimages.com
- 15. Relevance ChoiceModelingNeed matching Present worth Experience Future usefulness artwork by Lauren Macdonald, via flickr.com
- 16. Example artwork by audio luci store, via flickr.com and MikLav, via freeimages.com
- 18. artwork by Ayla87, via freeimages.com and bluepoetje, via freeimages.com
- 20. • What motivational strategies can YOU use in your courses? • How? • Why? Now YOU!
- 21. Complete the sentence One way I can use what I’ve learned is … artwork by Robert Parviainen, via flickr.com
- 22. artwork by Silverblee, via freeimages.com
- 23. References • Chyung, S. Y. (2001). Systematic and systemic approaches to reducing attrition rates in online higher education. The American Journal of Distance Education, 15, 36-49. • Keller, J. M. (1984). The use of the ARCS model of motivation in teacher training. In K.E. Shaw (Ed.), Aspects of educational technology volume XVII: Staff development and career updating (pp. 140-145). London, England: Kogan Page. • Keller, J. M. (2010). Motivational design for learning and performance: The ARCS model approach. New York, NY: Springer. • Means, T. B., Jonassen, D. H., & Dwyer, F. M. (1997). Enhancing relevance: Embedded ARCS strategies vs. purpose. Educational Technology Research and Development, 45, 5-17. • Muilenburg, L. Y., & Berge, Z. L. (2005) Student barriers to online learning: A factor analytic study. Distance Education, 26(1), 29-48. • Visser, L., Plomp, T., Arimault, R., & Kuiper, W. (2002). Motivating students at a distance: The case of an international audience. Educational Technology Research and Development, 50(2), 94-110
- 24. Thank You! Join the SUNY Learning Commons http:///commons.suny.edu for access to the COTE Community group to continue the conversation! View a Recording of today’s Fellow Chat: http://bit.ly/COTEfellowchatRECORDING View the COTE NOTE: http://bit.ly/1PSt17n Files from today’s chat: http://bit.ly/COTEchat_ARCS Become an Open SUNY Fellow: http://bit.ly/11l6Khe
- 25. Next Fellow Chat Speaker: Antonia Jokelova, Empire State College Topic: Motivation in Online Teaching: ARCS Model Part II: February 17th Register: http://www.cvent.com/d/lfq05t Submit a Proposal: http://bit.ly/COTEproposal
Editor's Notes
- INTRO Good Afternoon. My name is Erin Maney. I am a Senior Instructional Designer for Open SUNY COTE. On behalf of the COTE Community team, I would like to welcome you to this “Fellow Chat.” Open SUNY Fellows are members of the COTE Community of Practice and have committed to share their knowledge for the benefit of all members of the Community. The Open SUNY Fellow Chat series is a program offered monthly by COTE with the aim of featuring Open SUNY Fellows and their work to support our mission of networking, interaction, and excellence in online teaching and learning practices. We are very excited to share this Fellow Chat with you today.
- INTRO Before we get started, I would encourage you to visit our website for more information about COTE. If you are not yet an Open SUNY Fellow, please consider joining. http://commons.suny.edu/cote/fellowship-expectations/ As an Open SUNY fellow you will have access to information and resources, and you can stay informed on all of our latest news and events. You can also submit your own proposal for a future Fellow Chat. http://bit.ly/COTEproposal Please share this information with anyone you feel would be interested in more information about Open SUNY, COTE, and this Fellow Chat.
- INTRO Today, we are very pleased to introduce Tonka Jokelova in her Fellow Chat, “Motivation in Online Teaching with the ARCS Instructional Design Model.” This is Part One of a two part series. Tonka is a Coordinator of Curriculum and Instructional Design at the SUNY Empire State College's Center for Distance Learning. There she coordinates online course development and revisions, designs and teaches webinars for course developers, and researches and works with accessibility-promoting methods for online course design. Tonka also teaches online. She considers herself a teacher by profession, mission, and passion. She has taught every age group, and has taught in both traditional and online modalities. Tonka has earned a Ph.D. in instructional design from the University of South Alabama. Her research interests are motivation and accessibility in online learning. Tonka, on behalf of the COTE Community of Practice, thank you for joining us today and sharing what you know about motivation in online teaching.
- Self-determination theory (Deci & Ryan) – autonomy, competence, relatedness Competence (White) Theory of needs (McClelland) – power, achievement, affiliation Flow (Csikszentmihalyi) – when challenges match our skills Locus of control (Rotter) – I can control what is happening to me, around me Attribution (Weiner) Self-efficacy (Bandura) – I can do it! Goal orientation (Nicholls)
- Wlodkowski: What motivates people is often beyond the inherent structure of the knowledge or skill the students are learning. Motivation takes people-to-people skills and time. Like a good conversation, it cannot be rushed. (Wlodkowski, R. J. (1999). Enhancing adult motivation to learn: A comprehensive guide for teaching all adults. San Francisco, CA: Jossey-Bass.) Establish inclusion – creating learning atmosphere in which learners and instructors feel respected by and connected to one another. Develop attitude – creating a favorable disposition toward learning through personal relevance and choice Enhance meaning – challenging learning experiences that include learners’ perspectives and values Engender competence – creating understanding that learners are effective in learning something they value.
- Expectancy-value theory: individuals will engage in an activity if there is positive expectancy for success in it and if it is of value to them
- Theories: Curiosity (Berlyne) Sensation-seeking (Martin, Sherrad, & Wentzel) Cognitive dissonance (Festinger) Strategies: Incongruity/conflict Non-example, devil’s advocate Concreteness Graphics, case studies, anecdotes Variability Media, styles of presentation and communication, break up long lectures; HOWEVER consistency in how information is displayed (same structure of modules) Humor Inquiry Mystery, unresolved situations, puzzles, questions Share information with students (informal photo of self) Participation Student involvement – survey, self-analysis, role plays, games
- Theories: Needs (McClelland) – need for achievement, need for power, need for affiliation Competence (White) – individuals have disposition to feel competent, they tend to find a way to deal with the environment (= learn, with instructor’s help) Flow (Csikszentmihalyi) – experiences are the most positive when our environment contains enough challenges that are matched with our abilities Experience State how information builds on existing knowledge/skills, group students with similar interests or backgrounds Present worth Present career opportunities, sense of accomplishment, personal development Future usefulness Describe how information relates to future goals (personal, academic, professional) Need matching Need for achievement, power, and affiliation – opportunities for excellence, authority, and collaborative work, ALSO predicting students’ needs (if I require papers written in APA style, I should include a section on APA style) Modeling Use graduates or local professionals (prerecorded videos) Choice Choice of activities instead of prescribed ones
- CLOSING Thank you very much for sharing what you know with us today, Tonka, and for being one of our Open SUNY Fellows to be featured in our COTE Fellow chat speaker series. We appreciate your leadership and willingness to represent our Open SUNY community of online practitioners interested in excellence in online teaching and learning. Your chat today is one of many opportunities that will be made available to the COTE community in the future. We recognize that there may be others in our community of online practitioners that have interest and expertise to share on this topic. An online discussion area has been created in the COTE Community site and will be facilitated by Tonka, so that we can all continue this conversation online. It would be a terrific space to share what others are doing around this topic. Please join Tonka, and fellow online practitioners there to continue this discussion. Additionally, Tonka has shared some files during today’s session and these can be accessed in a Google Drive folder here http://bit.ly/COTEchat_ARCS Today’s session was recorded. http://bit.ly/COTEfellowchatRECORDING Use the link to watch this presentation again at any time. You can also access the COTE NOTE that accompanies this chat at the link provided. http://bit.ly/1PSt17n
- Our next Fellow Chat will feature Part Two of this series on Motivation in Online Teaching with the ARCS Instructional Design Model on February17th. Register: http://www.cvent.com/d/lfq05t We will send out an announcement for the next fellow chat along with the registration information shortly. To review any of our Fellow Chats in the Open SUNY Speaker Series, please visit our website: http://commons.suny.edu/cotehub/engage/fellow-chats/ Planning for the the spring semester is still in progress. If you have something you would like to share on a future Fellow Chat, please submit a proposal: http://bit.ly/COTEproposal Thank you so much of joining us today. We look forward to seeing you at our next event, next month.